WorldCat Identities

Association of American Colleges

Works: 300 works in 459 publications in 1 language and 11,424 library holdings
Genres: Periodicals  Conference papers and proceedings  Examinations  Longitudinal studies  Abstracts 
Classifications: L13, 378
Publication Timeline
Most widely held works about Association of American Colleges
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Most widely held works by Association of American Colleges
Liberal education( )

in English and held by 1,256 WorldCat member libraries worldwide

Includes the Association's proceedings
Association of American Colleges bulletin by Association of American Colleges( )

in English and held by 783 WorldCat member libraries worldwide

Includes the Association's proceedings
Teaching with books; a study of college libraries by Bennett Harvie Branscomb( Book )

5 editions published between 1940 and 1974 in English and held by 419 WorldCat member libraries worldwide

College music; an investigation for the Association of American Colleges by Randall Thompson( Book )

3 editions published in 1935 in English and held by 418 WorldCat member libraries worldwide

Architectural planning of the American college by Jens Fredrick Larson( Book )

2 editions published in 1933 in English and held by 384 WorldCat member libraries worldwide

Higher education, human resources, and the national economy; addresses and discussion papers from the sixtieth annual meeting by Association of American Colleges( Book )

1 edition published in 1974 in English and held by 351 WorldCat member libraries worldwide

Letters to college presidents by Thomas Elsa Jones( Book )

2 editions published in 1964 in English and held by 347 WorldCat member libraries worldwide

Integrated planning for campus information systems : a series of conferences for undergraduate institutions( Book )

3 editions published in 1989 in English and held by 319 WorldCat member libraries worldwide

Graduate study in the liberal arts college by Frederic W Ness( Book )

2 editions published in 1962 in English and held by 315 WorldCat member libraries worldwide

The effective college by Robert Lincoln Kelly( Book )

5 editions published in 1928 in English and held by 278 WorldCat member libraries worldwide

Bulletin of the Association of American Colleges( )

in English and held by 276 WorldCat member libraries worldwide

Includes the Association's proceedings
Comprehensive examinations in American colleges by Edward Safford Jones( Book )

3 editions published in 1933 in English and Undetermined and held by 264 WorldCat member libraries worldwide

Undergraduates; a study of morale in twenty-three American colleges and universities by Richard Henry Edwards( Book )

3 editions published in 1928 in English and held by 250 WorldCat member libraries worldwide

Those who can : undergraduate programs to prepare arts and sciences majors for teaching by Joseph S., Jr Johnston( Book )

2 editions published in 1989 in English and held by 240 WorldCat member libraries worldwide

The book synthesizes existing literature on teacher education and recommends an integrated program to prepare arts and sciences undergraduates for careers in teaching. The six chapters of Part I provide general principles while the four chapters of Part ii offer specific recommendations for colleges and universities. After an introduction, Chapter 2 documents the nation's continuing inability to secure from among its teacher education graduates enough high quality teachers. Chapter 3 then proposes a primary national and institutional strategy to tap into the pool of students majoring in the arts and sciences. The review in Chapter 4 of what teachers need to know and be able to do reinforces the value of an arts and sciences background. Chapter 5 examines proposals that would bring liberal arts majors into teaching by placing teacher preparation on the graduate level. Chapter 6 considers the obstacles impeding the implementation of the integrated undergraduate programs recommended. Recommendations presented in Chapter 7 cover general education, the major area of study, supportive and administrative structures, inservice programs, and the role of state regulations. Chapter 8 offers recommendations to recruit and prepare minority teachers, and Chapter 9 summarizes the results of a recent survey of current practice in certification programs for arts and sciences majors. Finally, chapter 10 presents brief descriptions of 11 programs that have already undertaken the sort of innovations proposed. An appendix lists organizations and projects with such activities currently underway. Over 300 notes document references cited in the book. (Sm)
Strong foundations : twelve principles for effective general education programs by Washington, DC Association of American Colleges( Book )

3 editions published between 1993 and 1994 in English and held by 239 WorldCat member libraries worldwide

In the wake of nearly 2 decades of reform in college liberal and general education, this report proposes 12 principles to help institutions sustain the gains that have been made. Each chapter presents one of the principles with detailed explanation that draws on the literature, theory, and actual examples. Part I presents the first six principles which are posed as the characteristics of a strong general education program. Strong general education programs: (1) explicitly answer the question, "What is the point of general education?"; (2) embody the institutional mission; (3) continuously strive for educational coherence; (4) are self-consciously value-based and teach social responsibility; (5) attend carefully to student experience; and (6) are consciously designed to continue to evolve. Part II presents the remaining six principles that focus on community characteristics of strong general education programs. Strong general education programs: (7) require and foster academic community; (8) have strong faculty and administrative leadership; (9) cultivate substantial and enduring support from multiple constituencies; (10) ensure continuing support for faculty as they engage in dialogues across specialties; (11) reach beyond the classroom to the broad range of student co-curricular experiences; and (12) assess and monitor progress to an evolving vision through ongoing self-reflection. Conclusions are followed by appendixes describing a few state higher education systems and particular institutions. (Contains 44 references.)
The selection of college and university presidents by Joseph F Kauffman( Book )

2 editions published in 1974 in English and held by 238 WorldCat member libraries worldwide

This publication is meant to be a guide for governing boards, search committees, and presidential aspirants. It describes the main ingredients in the process of selecting the chief executive of a college or university campus. It is meant to be instructive to all the participants. Following a brief comment on higher education in the 1970's, the topics covered include: the governing board, the nature of the college presidency today, characteristics of present college and university presidents, organizaing the search process, the search committee, candidate qualifications and criteria, obtaining nominations and candidates, Affirmative Action, screening and assessing candidates, making the final decision, the appointment, board-president expectations and relationships. Evaluation of presidents and career development concerns of presidents are also treated. (Author/MJM)
The Courage to question : women's studies and student learning by National Women's Studies Association( Book )

3 editions published in 1992 in English and held by 216 WorldCat member libraries worldwide

This book presents case studies of the Women's Studies programs at seven institutions of higher education in the United States focusing on how and what students learn in Women's Studies programs. An introduction describes the development of Women's Studies as an academic discipline, the recent criticism of such programs, the development of the project to study this area, questions generated during the project about student learning, the importance of institutional context for each case study, and institutional challenges generated at some sites. The body of the book presents a chapter for each institution detailing the scope, goals, learning skills, and structure of that institution's program. Many of the program descriptions touch on the development of the program at that institution, the general institutional climate and technical notes on conducting the case study at that site. The chapters are as follows: (1) "Introduction"; (2) "University of Colorado: Personalized Learning" (Marcia Westkott and Gay Victoria); (3) "Lewis and Clark College: A Single Curriculum" (Laurie Finke and others); (4) "Old Dominion University: Making Connections" (Anita Clair Fellman and Barbara A. Winstead); (5) "Wellesley College: Counting the Meanings" (Rosanna Hertz and Susan Reverby); (6) "CUNY-Hunter College: Feminist Education" (Michele Paludi and Joan Tronto); (7) "Oberlin College: Self-Empowerment and Difference" (Linda R. Silver); (8) "University of Missouri-Columbia: For Women's Sake" (Mary Jo Neitz and Michelle Gadbois); and (9) "Conclusion." Most chapters include extensive references. (JB)
Liberal learning and the arts and sciences major : project on liberal learning, study-in-depth, and the arts and sciences major by Association of American Colleges( Book )

6 editions published between 1990 and 1991 in English and held by 206 WorldCat member libraries worldwide

Renewal of the teacher-scholar : faculty development in the liberal arts college by William C Nelsen( Book )

1 edition published in 1981 in English and held by 204 WorldCat member libraries worldwide

Issues pertaining to effective faculty development programs at colleges and universities are considered, based on interviews with faculty members, administrators, and students at 20 liberal arts colleges. The book is also an outgrowth of the author's role in the Project on Faculty Development in 1979 at the Association of American Colleges. Faculty development is viewed as encompassing four specific areas: professional development (scholarship, improved research skills, broadening of scholarly areas); instructional development (pedagogy, improved teaching skills, learning of new changes in current offerings, development of interdisciplinary courses); and organizational change (enhancing faculty renewal through alterations in committee systems, reward structures, and new campus-wide goals). Approaches to renewal of the faculty member as scholar include the award of competitive grants for research, travel, or study, providing released time to a faculty member for study or research, and faculty-student research grants. Among the effective approaches to teaching development are: teaching institutes, skill-oriented and subject-oriented workshops, mentorship by senior colleagues, taking a colleague's course, and teaching consultation. Five areas involving changes in college policies and practices that could change faculty attitudes toward renewal include: the reward structure, the committee system, on-campus faculty support systems, personnel management, and faculty evaluation policies. Attention is also directed to the way that faculty renewal programs are conducted. Brief descriptions of specific faculty development programs and a list of faculty development resources compiled by Michael E. Siegel are appended. (SW)
A Guide to graduate study : programs leading to the Ph. D. degree( )

in English and held by 200 WorldCat member libraries worldwide

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Alternative Names

controlled identityAssociation of American Colleges and Universities


A.A.C. (Association of American Colleges)


AAC (Association of American Colleges)



Association of American colleges and universities


English (111)